Desenvolvimento profissional docente na interlocução universidade e escola de educação básica
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/7409 |
Resumo: | The present study has as its theme the professional teacher development in educational contexts involving the partnership of the University, through the graduate program, and the public Basic Education School. The thesis is focused on the defense of professional development projects built in interaction processes between the University and the School of Basic Education when guided by principles that recognize education as human possibility (VIEIRA PINTO, 1982) contribute to the experience of the teachers as intellectuals transformers. The study anchored in the contributions of Álvaro Vieira Pinto, Anísio Teixeira, Darcy Ribeiro, Paulo Freire, E. P. Thompson, W. Benjamin, H. Giroux, Carlos Marcelo, Korthagen, C. Day, K. Zeichner, Antonio Nóvoa, Siti Fernandes and Marli André. It was on the intentionality of methodical reflection and production of scientific knowledge as a manifestation of the historicity and rationality and the transformation of educational reality of the country. The research has as main issue how the pedagogical supervisory understands the dialogue of the University and School of Basic Education in its professional development. It intends to contribute to the production of knowledge in the field of training teachers, in the context of implementation of educational policies that involve the University partnership with the Basic Education School and involving research related to training programs. It is a study with a qualitative approach proposed to find the objective of the research. It was based on the principles of the case study, with the production of narratives involving the participation of pedagogical supervisory that integrated the OBEDUC Project/PUCRS in 2011 to 2014 period, analysis of the context of the production of texts (s. Ball) guiding educational policy and realization of unsystematic observation. For the analysis of the collected data have been used the principles of content analysis, with elaborate frames-synthesis and realization of data triangulation. Research results make it possible to reaffirm the need for professional development processes built in partnership between the University and the School of Education. It involves the recognition of the complexity of the phenomenon, as well as, the recognition of the emancipatory possibilities of formative processes which theoretical perspective-research methodology with participatory approaches as pedagogic-political and epistemological southern guiding principle and understanding of the specificities of the field of training teacher. |
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Fernandes, Cleoni Maria Barboza192.429.800-72http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708959D0516.470.360-20http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4231253Y6Leirias, Cláudia Martins2017-06-29T14:39:34Z2017-02-24http://tede2.pucrs.br/tede2/handle/tede/7409The present study has as its theme the professional teacher development in educational contexts involving the partnership of the University, through the graduate program, and the public Basic Education School. The thesis is focused on the defense of professional development projects built in interaction processes between the University and the School of Basic Education when guided by principles that recognize education as human possibility (VIEIRA PINTO, 1982) contribute to the experience of the teachers as intellectuals transformers. The study anchored in the contributions of Álvaro Vieira Pinto, Anísio Teixeira, Darcy Ribeiro, Paulo Freire, E. P. Thompson, W. Benjamin, H. Giroux, Carlos Marcelo, Korthagen, C. Day, K. Zeichner, Antonio Nóvoa, Siti Fernandes and Marli André. It was on the intentionality of methodical reflection and production of scientific knowledge as a manifestation of the historicity and rationality and the transformation of educational reality of the country. The research has as main issue how the pedagogical supervisory understands the dialogue of the University and School of Basic Education in its professional development. It intends to contribute to the production of knowledge in the field of training teachers, in the context of implementation of educational policies that involve the University partnership with the Basic Education School and involving research related to training programs. It is a study with a qualitative approach proposed to find the objective of the research. It was based on the principles of the case study, with the production of narratives involving the participation of pedagogical supervisory that integrated the OBEDUC Project/PUCRS in 2011 to 2014 period, analysis of the context of the production of texts (s. Ball) guiding educational policy and realization of unsystematic observation. For the analysis of the collected data have been used the principles of content analysis, with elaborate frames-synthesis and realization of data triangulation. Research results make it possible to reaffirm the need for professional development processes built in partnership between the University and the School of Education. It involves the recognition of the complexity of the phenomenon, as well as, the recognition of the emancipatory possibilities of formative processes which theoretical perspective-research methodology with participatory approaches as pedagogic-political and epistemological southern guiding principle and understanding of the specificities of the field of training teacher.O presente estudo tem como temática o desenvolvimento profissional docente em contextos formativos envolvendo a parceria da Universidade, através do Programa de Pós-Graduação, e a Escola de Educação Básica da rede pública de ensino. A tese está centrada na defesa de que projetos de desenvolvimento profissional construídos em processos de interlocução entre a Universidade e a Escola de Educação Básica quando orientados por princípios que reconheçam a educação como possibilidade humana (VIEIRA PINTO, 1982) contribuem para a vivência da função de professores como intelectuais transformadores. O estudo está ancorado nas contribuições de Álvaro Vieira Pinto, Anísio Teixeira, Darcy Ribeiro, Paulo Freire, E. P. Thompson, W. Benjamin, H. Giroux, Carlos Marcelo, Korthagen, C. Day, K. Zeichner, António Nóvoa, Cleoni Fernandes e Marli André diante da intencionalidade de reflexão metódica e produção de conhecimento científico como manifestação da historicidade e racionalidade e voltado para a transformação da realidade educacional do País. A investigação tem como interrogante principal Como as supervisoras pedagógicas compreendem a interlocução da Universidade e Escola de Educação Básica no seu processo de desenvolvimento profissional? e pretende contribuir para a produção de conhecimento no campo da formação docente, em contextos de implementação de políticas educacionais que impliquem na parceria da Universidade com a Escola de Educação Básica e envolvendo Programas de formação associada à pesquisa. Para atender ao objetivo da investigação foi proposto um estudo com abordagem qualitativa, fundamentado nos princípios do estudo de caso, com a produção de narrativas envolvendo a participação das supervisoras pedagógicas que integraram o Projeto OBEDUC/PUCRS no período de 2011 a 2014, análise do contexto da produção de textos (S. Ball) orientadores das políticas educacionais e realização de observação assistemática. Para a análise dos dados coletados foram utilizados os princípios da análise de conteúdo, com elaboração de quadros-síntese e realização de triangulação de dados. Os resultados da investigação possibilitam reafirmar a necessidade de processos de desenvolvimento profissional construídos em parceria entre a Universidade e a Escola de Educação Básica que impliquem no reconhecimento da complexidade do fenômeno educativo, bem como o reconhecimento das possibilidades emancipatórias de processos formativos que têm como perspectiva teórico-metodológica a pesquisa com abordagens participativas como princípios suleadores político-pedagógico e epistemológico de compreensão das especificidades do campo da formação docente.Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-29T14:39:34Z No. of bitstreams: 1 TES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf: 1431968 bytes, checksum: e28c15e94830be8ed3de880e9d9ba113 (MD5)Made available in DSpace on 2017-06-29T14:39:34Z (GMT). No. of bitstreams: 1 TES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf: 1431968 bytes, checksum: e28c15e94830be8ed3de880e9d9ba113 (MD5) Previous issue date: 2017-02-24application/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/168916/TES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesDesenvolvimento Profissional DocenteUniversidadeEducação BásicaCIENCIAS HUMANAS::EDUCACAODesenvolvimento profissional docente na interlocução universidade e escola de educação básicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-8451285793228477937600600600-6557531471218110192-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf.jpgTES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf.jpgimage/jpeg2835http://tede2.pucrs.br/tede2/bitstream/tede/7409/5/TES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf.jpg433c0d9cfaaf5f8d067bb44d5c0a1417MD55TEXTTES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf.txtTES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf.txttext/plain332719http://tede2.pucrs.br/tede2/bitstream/tede/7409/4/TES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdf.txtf3c79161b2d0e2591f28969d46a81166MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/7409/3/license.txt5a9d6006225b368ef605ba16b4f6d1beMD53ORIGINALTES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdfTES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdfapplication/pdf1431968http://tede2.pucrs.br/tede2/bitstream/tede/7409/2/TES_CLAUDIA_MARTINS_LEIRIAS_COMPLETO.pdfe28c15e94830be8ed3de880e9d9ba113MD52tede/74092017-06-29 12:01:47.587oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2017-06-29T15:01:47Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica |
title |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica |
spellingShingle |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica Leirias, Cláudia Martins Desenvolvimento Profissional Docente Universidade Educação Básica CIENCIAS HUMANAS::EDUCACAO |
title_short |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica |
title_full |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica |
title_fullStr |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica |
title_full_unstemmed |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica |
title_sort |
Desenvolvimento profissional docente na interlocução universidade e escola de educação básica |
author |
Leirias, Cláudia Martins |
author_facet |
Leirias, Cláudia Martins |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fernandes, Cleoni Maria Barboza |
dc.contributor.advisor1ID.fl_str_mv |
192.429.800-72 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708959D0 |
dc.contributor.authorID.fl_str_mv |
516.470.360-20 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4231253Y6 |
dc.contributor.author.fl_str_mv |
Leirias, Cláudia Martins |
contributor_str_mv |
Fernandes, Cleoni Maria Barboza |
dc.subject.por.fl_str_mv |
Desenvolvimento Profissional Docente Universidade Educação Básica |
topic |
Desenvolvimento Profissional Docente Universidade Educação Básica CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present study has as its theme the professional teacher development in educational contexts involving the partnership of the University, through the graduate program, and the public Basic Education School. The thesis is focused on the defense of professional development projects built in interaction processes between the University and the School of Basic Education when guided by principles that recognize education as human possibility (VIEIRA PINTO, 1982) contribute to the experience of the teachers as intellectuals transformers. The study anchored in the contributions of Álvaro Vieira Pinto, Anísio Teixeira, Darcy Ribeiro, Paulo Freire, E. P. Thompson, W. Benjamin, H. Giroux, Carlos Marcelo, Korthagen, C. Day, K. Zeichner, Antonio Nóvoa, Siti Fernandes and Marli André. It was on the intentionality of methodical reflection and production of scientific knowledge as a manifestation of the historicity and rationality and the transformation of educational reality of the country. The research has as main issue how the pedagogical supervisory understands the dialogue of the University and School of Basic Education in its professional development. It intends to contribute to the production of knowledge in the field of training teachers, in the context of implementation of educational policies that involve the University partnership with the Basic Education School and involving research related to training programs. It is a study with a qualitative approach proposed to find the objective of the research. It was based on the principles of the case study, with the production of narratives involving the participation of pedagogical supervisory that integrated the OBEDUC Project/PUCRS in 2011 to 2014 period, analysis of the context of the production of texts (s. Ball) guiding educational policy and realization of unsystematic observation. For the analysis of the collected data have been used the principles of content analysis, with elaborate frames-synthesis and realization of data triangulation. Research results make it possible to reaffirm the need for professional development processes built in partnership between the University and the School of Education. It involves the recognition of the complexity of the phenomenon, as well as, the recognition of the emancipatory possibilities of formative processes which theoretical perspective-research methodology with participatory approaches as pedagogic-political and epistemological southern guiding principle and understanding of the specificities of the field of training teacher. |
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2017 |
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